The Rise of Education in Africa

Total Page:16

File Type:pdf, Size:1020Kb

The Rise of Education in Africa The History of African Development www.aehnetwork.org/textbook/ The rise of education in Africa Johan Fourie 1. Introduction How often do we stop to consider where the things we use every day come from? All our necessities and luxuries, from clothes and household utensils to mobile phones and computers, are the result of our advanced market economy. This introduction describes briefly how this economy came into being. For most of the thousands of years of human history we were hunter-gatherers spread out across Africa, Europe, Asia and the Americas. In those days we were limited to what we could find or produce for ourselves. With the dawning of civilisation came the urge to produce something bigger. But to build a pyramid or a temple or a fort we had to combine the collective effort of hundreds or thousands of people. The only way we could make something big was to get a lot of people to do the work. In those early days, if you wished to increase productivity you simply added more people. This is what farmers in many parts of the world did for hundreds of years. In the days of the Roman Empire, the Romans seized slaves from the countries they conquered and forced them to work on their farms. In colonial America, farmers in the southern states boosted productivity on their large sugar and cotton plantations by using slaves captured from various parts of Africa. (Many black Americans in the United States today are descendants of these slaves.) But technology has changed our dependence on unskilled workers. Today we can construct large buildings by using machinery to increase our power. Imagine we want to build a present-day version of the Great Pyramid of Giza. We will employ small teams of workers, each with their own machinery. We will not need thousands of workers, the way the ancient Egyptians did. Instead we will use skilled workers, engineers who specialise in construction projects. Engineers learn their skills through many years of formal education at school and then at college or university. They also learn through their work experience. Their education gives them what economists call ‘human capital’, which is their value in the form of skill, experience, character and creativity – all the things that make them productive workers. This human capital, combined with modern machines, which economists call ‘physical capital’, makes each individual worker 1 much more productive than the unskilled labourers that were used thousands of years ago. The lesson is clear: To grow richer, we need to increase education and skills. The pyramids of Giza, in Egypt, required thousands of workers and took several decades to construct. 2. Specialization and positive externalities Today, instead of using more workers to do things, we use educated workers. This is what creates the wealth of a society. Educated people use their knowledge and skills, gained through formal education or learning-by-doing, to specialise. Specialisation means being able to do one thing very well. Today’s engineers who are responsible for large construction projects do not have to know how to grow their own food or make their own clothes. Unlike non-specialist workers of the past, they are paid well for their services. And with the money they earn they can afford the luxuries of our modern society: a wide variety of food, ready-made and attractive clothing, a mobile phone, a computer and a comfortable house with plenty of space for their family. The advantages that specialisation brings are described in detail by the great economist Adam Smith in 1776 in his book The Wealth of Nations, the first modern work on economics. The more 2 we specialise, the more extra goods we can produce. When we produce a surplus of goods – in other words, more than we need for ourselves – we can sell them on the market and increase our income. If education is the key to deeper specialisation, then education is also the key to greater prosperity. But education does not create specialists just so they can live a good life. It creates specialists so they can improve our world. An educated person can improve our existing physical capital. Take our pyramid example. Our engineers who plan to build the new pyramid need to cut large sandstone blocks. It would cost a lot to employ thousands of workers to cut them by hand. And the job would take too long. So our engineer, with the help of other specialists, designs a new machine to do the cutting automatically. By creating new technologies, educated people boost productivity and increase the wealth of their society. An important point to understand here is that when we educate people, we do not just create specialists and improve productivity and wealth – we build a better society. An educated society is more likely to have a democratic voting system. It is more likely to have citizens who can make informed decisions about who should govern. It is more likely to respect the rule of law. It is more likely to have media freedom. Educated citizens can force governments to be responsive to their needs. They can make sure that the wealth that comes from economic growth benefits them and does not just end up in the pockets of government officials. So the best way to create long-lasting prosperity for all the citizens of a country is to give them education. But in many African countries one half of the population, the women, get less education than the other half. It is more difficult for women to get an education than it is for the men. In these countries girls are often forced to stay and help at home. Sometimes cultural or religious beliefs about women prevent them from going to school. Physical difficulties may also keep them at home, such a long distance to walk to the school or a lack of toilets for girls at the school. When women do not get an education, this is bad for the whole society. We can see why, when we look at some studies. These studies show that improving girls’ education brings big improvements in their health and their future income. One study calculated that one extra year of education for a girl increases her lifetime income by 15%. Educated women usually marry later. They have fewer children, but their children are healthier than the children of uneducated mothers. The children of educated mothers get a better education. They have more freedom to choose a job. They have a better chance of equality with men in the job market. They have a better chance of building a professional career. Economists call these additional benefits that education provides ‘positive externalities’. A good government works to provide the people with these benefits. One important way a government 3 can promote positive externalities is to make education available to the people and show them why it is important, so they will want it. In summary, education for all is the key to enjoying the rewards of an advanced market economy. Education for all is also the key to building a safe, free and equal society. 3. Education in Africa today Many African countries have very low levels of education. Literacy – the ability to read – is often used as a measure of basic education. Some African countries score very badly on this measure. Only 31% of people can read in Mali, only 42% in Sierra Leone and only 56% in Côte d’Ivoire. In contrast, some other African countries have more literate populations. In Namibia 89% can read, in Zimbabwe 92% and in Equatorial Guinea 94%. The average for sub-Saharan Africa is 62%. This is much lower than the average for the world, which is 84%. Figure 1 shows Africa’s low literacy rates compared to other regions in the world. Figure 1: Global literacy rates by country Source: United Nations Human Development Report 2011 There are big literacy differences between African countries. But there are also big differences within African countries. Literacy is not shared equally in these countries. The biggest differences are often across gender. To see how women’s access to education in many African countries is restricted compared to men’s, we can look at the World Development Indicators. These are figures collected by the World Bank every year to show different countries’ levels of 4 development. For 2011 they show, for example, that 78% of Nigerian men are literate, but only 66% of Nigerian women. In Zambia the gap is even bigger, with 82% of the men being literate but only 67% of the women. Of course, as an educated reader of this book you know that education is not only about literacy. Education, especially tertiary education, provides people with a variety of specialised skills to keep our market economy going and to develop it further. Learning to read at school is only the first step. To build our imaginary present-day pyramid, our engineer needs to study mathematics and physics for several years at a good university. So another way to assess Africa’s education level is to compare our universities with universities elsewhere in the world. What we see here is not a happy picture. The Times Higher Education newspaper’s World University Rankings for 2012 show that only four of the top 400 universities in the world are African universities. These four are all in South Africa. We have to face two sad facts. African countries have low levels of literacy compared with the rest of the world. A recent study suggests that even these low literacy rates are inflated.
Recommended publications
  • Policy Guidelins on Digitizing Teaching And
    Contents 1. Introduction .................................................................................................................................... 2 Presentation of the Problem............................................................................................................... 2 2. Discussions of the Issues ................................................................................................................. 3 i. Teaching and Learning Pre-COVID-19 ......................................................................................... 3 ii. Outcomes of the Specialized Technical Committee on Education, Science and Technology ..... 3 iii. Digitization for COVID-19 and Beyond using DOTSS ................................................................... 4 a. Administration ........................................................................................................................ 4 b. Primary Level and Secondary Level......................................................................................... 5 c. Tertiary Level ............................................................................................................................... 5 d. TVET ............................................................................................................................................ 5 e. Examples of Policies and Best Practices...................................................................................... 6 3. Recommendations .........................................................................................................................
    [Show full text]
  • CAE 2010 in Review Final.Indd
    January to December 2010 · Volume 6 African Education in Focus A publication of the Center for African Education and the African Studies Working Group at Teachers College, Columbia University Journeys: 2010 in review DIRECTOR'S NOTE eachers College has re- events have pointed to the challenges The Center encourages faculty newed its interests in glob- confronting African peoples as they members and students to undertake al affairs and brought into seek to overcome basic economic, research on African immigrants and Tplay its full range of expertise in educational and health problems. to lay on new Africa related courses. the fields of education, health and This issue of African Education Professor Michelle Knight-Diop psychology. These interests lie not in Focus presents the range of events (together with two students, Ms. solely with the domestic; nor solely sponsored by the Center. It also Ramatu Bangura and Mr. Vaughn with the international. They involve attempts to cover the range of ac- Watson) is engaged in a fascinat- understanding education in both tivities of faculty members and stu- ing piece of research on civic and domains. The Center for African dents as they reach out to New York political life of African immigrant Education has been engaged in this metropolitan educators, undertake youth. While Professor JoAnne journey of exploration directed to- ward promoting interest in Africa "The Center provides a platform for the discussion of and African education in the Unit- African affairs and African education and disseminates ed States and providing assistance to information on Africa within the field of education." African countries.
    [Show full text]
  • Pan-African Institute of Education for Development (IPED)
    AFRICAN UNION UNION AFRICAINE UNIÃO AFRICANA Addis Ababa, ETHIOPIA P. O. Box 3243 Telephone: 00 251 11 551 7700 Fax: 00 251 11 551 7844 Website: www.au.int DEPARTMENT OF HUMAN RESOURCES, SCIENCE AND TECHNOLOGY Pan-African Institute of Education for Development (IPED) AU- IPED FIELD DATA MANAGEMENT EXERCISE REPORT 1 | P a g e 1. Background I. History Pan-African Institute of Education for Development (IPED) is a specialized institution of the African Union that functions as the observatory of Education in Africa. Originally known as the African Bureau of Education Sciences (BASE) under Organization of African Unity, IPED’s role is to ensure quality, responsive and inclusive education development in Africa based on sound, accurate, and timely information in order to meet the individual and collective goals for the development of human resources and intellectual capacity in the continent. It is headquartered in Kinshasa, Democratic Republic of the Congo (DRC) and works closely with entities like International Centre for Girls’ and Women’s Education in Africa (CIEFFA) based in Ouagadougou, Burkina Faso and Association for the Development of Education in Africa (ADEA). II. IPED Mandate All development frameworks, international and continental recognize education as essential to development in Africa. In line with this, education in Africa has been prioritized for intense investment to produce quality human capital to support the objectives of the various development frameworks, such as Sustainable Development Goals (SDGs) and Agenda 2063, as well as education-specific frameworks like Continental Education Strategy for Africa (CESA2016-2025) and Edu2030. As the African Union observatory for education in the continent, IPED is mandated to establish a continental Education Management Information System in line with its role of ensuring quality, responsive and inclusive education.
    [Show full text]
  • Continental Education Strategy for Africa 2016 – 2025
    CONTINENTAL EDUCATION STRATEGY FOR AFRICA 2016 – 2025 CESA 16-25 CONTINENTAL EDUCATION STRATEGY FOR AFRICA 2016 – 2025 CESA 16-25 Summary ACRONYMS ................................................................................................................................................................. 3 FOREWORD ................................................................................................................................................................. 5 ACKNOWLEDGEMENT ............................................................................................................................................. 6 EXECUTIVE SUMMARY ............................................................................................................................................. 7 1. BACKGROUND AND CONTEXT ...................................................................................................................... 10 2. EDUCATIONAL DEVELOPMENT IN AFRICA: State of Affairs and Perspectives ................................ 13 2.1. Introduction ..................................................................................................................................................... 13 2.2. Overview of Sub-Sectors .............................................................................................................................. 13 2.2.1- Pre-primary .................................................................................................................................. 14 2.2.2- Primary
    [Show full text]
  • Concept Note Education Event, Leading to AU-EU Summit “Building Skills for the Future”
    Concept note Education event, leading to AU-EU summit “Building skills for the future” Context: Even before COVID-19, we were facing a learning crisis, with more than half of all ten-year-olds in low- to middle-income countries unable to read a simple story, and adolescents not learning the transferable, digital, entrepreneurial, and job-specific skills to prepare them for the jobs of the future and to engage with their communities. The effects of ongoing conflicts and crises have also hampered efforts to get all children into learning, with disproportionate effects on girls and displaced children. Now, the COVID-19 pandemic has caused unprecedented disruption to education globally, with more than 1.57 billion students affected in recent months by nationwide school closures, in more than 190 countries. The pandemic has shone a light on deep inequalities in access to education, learning outcomes and digital connectivity, and exposed weaknesses in education systems, including inadequate water and sanitation in many schools. After months into the pandemic, these gaps have further widened, making existing inequalities more profound and difficult to revert. The poorest and most vulnerable, such as refugees, those living in conflict, girls and children with disabilities are most at risk of never returning back to education. In Africa COVID-19 has disrupted the landscape of education by limiting how students can access learning. This left over 20 million learners out of school at pre-primary level, 160 million at primary, 56 million at secondary, and 8 million at tertiary level, with no access to continued learning and teaching facilities across the continent.
    [Show full text]
  • Quality of Education in Africa
    QualityQuality ofof EducationEducation inin AfricaAfrica :: Definitions,Definitions, IndicatorsIndicators andand PracticesPractices DayoDayo Odukoya,Odukoya, Ph.DPh.D Education & Development Consultant/Secretary General Educational Research Network for West and Central Africa [ERNWACA], Nigeria [email protected] 234 -8034730219; 234 -7084887675 © 2010 - All illustrations/sketches by Dayo Odukoya OverviewOverview Quality of Education in Africa - [email protected] ‘‘QualityQuality ofof educationeducation isis nownow anan issueissue ofof globalglobal concern.concern. WithoutWithout qualityquality education,education, developmentdevelopment willwill notnot occur.occur. OnlyOnly thethe educatededucated peoplepeople cancan commandcommand thethe skillsskills necessarynecessary forfor sustainablesustainable economiceconomic growthgrowth andand forfor aa betterbetter qualityquality ofof lifelife ’’ Barber Conable Former President of the World Bank (1988) Quality of Education in Africa - [email protected] KwapongKwapong (1988)(1988) observedobserved thatthat thethe mainmain challengechallenge ofof educationeducation inin AfricaAfrica isis toto developdevelop thethe humanhuman resourcesresources thatthat willwill ensureensure acceleratedaccelerated developmentdevelopment andand modernizationmodernization withoutwithout compromisingcompromising AfricaAfrica ’’ss culturalcultural identify.identify. HeHe stressed,stressed, inin orderorder forfor educationeducation toto realizerealize itsits keykey rolerole inin development,development,
    [Show full text]
  • Internet for Education in Africa Helping Policy Makers to Meet the Global Education Agenda Sustainable Development Goal 4 May 2017
    Internet for Education in Africa Helping Policy Makers to Meet the Global Education Agenda Sustainable Development Goal 4 May 2017 © Ministry of Youth and ICT/ Rwanda MYICT - RWANDA. All rights reserved. 2Photo: Glen Carrie Table of Contents Acknowledgments .......................................................................................................................................................................................4 Executive Summary .....................................................................................................................................................................................5 Why Does the Internet Matter to Learning in Africa? ........................................................................................................ 6 Lessons from Global Practices in Integrating ICT in Learning ................................................................................... 7 State of Internet for Learning in Africa ................................................................................................................................................... 7 Role of Policy Makers in Unlocking the Potential of the Internet for Learning ................................... 8 I. Introduction ....................................................................................................................................................................................................10 2. Education Challenges in Africa and the Role of the Internet ..........................................................11
    [Show full text]
  • Mindset Shift for Ownership of Our Continent's Development
    Cover Photo Credits: (Clockwise from top right): Child outside of medical clinic. Photo by Sarah Mattison, courtesy of defenseimagery.mil; Photo courtesy of the South African Journal of HIV Medicine. Vol. 9(4), 2008; Laboratory analysis of serum samples in Nigeria. Photo by Maybel Aworh, courtesy of CDC; Woman working in a community garden in Uganda. Photo courtesy of Sean Sprague, CARITAS, under Creative Commons licensing; Mother and baby—Makueni Camp, Kenya. Photo courtesy of Women and Health Alliance International; Protecting Livestock in Kenya. Photo by David Mutua, USAID. ACRONYMS AAA Accra Agenda for Action ASA African Science Academies AEO African Economic Outlook AfDB African Development Bank AGF African Guarantee Fund AGI Association of Ghana Industries ALSF African Legal Support Facility APP African Progress Panel APRM African Peer Review Mechanism AU African Union AVMA American Veterinary Medical Association BVI British Virgin Islands CSO civil society organization DD Demographic Dividend DFI Development Finance Institution DRC Democratic Republic of the Congo ECA Economic Commission for Africa EIA Energy Information Administration EITI Extractive Industries Transparency Initiative ECEFA European Commission for Economic and Financial Affairs FAO Food and Agriculture Organization FDI foreign direct investment FEM foreign exchange market GDP gross domestic product GEM Global Entrepreneurship Monitor GER gross enrolment ratio GPI gender parity index HDI Human Development Index ICB Isoko Community Bank ICT information and communication
    [Show full text]
  • Education in Africa—The Story Isn't Over
    “Strategies to promote access to schooling are necessary but not sufficient for achieving successful learning for all of the region’s children and young people.” Education in Africa—The Story Isn’t Over ReBecca WinthRop f you are a child in Africa today, you stand a Less clear is whether the actual progress to much greater chance of attending primary date in education in Africa warrants celebration. Ischool than you would have 10 or 20 years While large numbers of children have entered pri- ago. According to the World Bank, the 1990 pri- mary schools, many are still left out, and the rate mary enrollment rate across sub-Saharan Africa of enrollment progress is waning. In sub-Saharan was 53 percent. Since then the rate has increased Africa today, an estimated 28.9 million children of considerably—in 2008 it surpassed 75 percent. In- appropriate age for primary education remain out deed, the proportion of enrolled children has in- of school. creased at a faster rate in Africa than in any other Equally worrisome are recent data showing that, region of the world. even if children in the region manage to enroll in This progress is largely credited to African gov- school, they may end up learning nothing. A re- ernments, with support from the international port by the Research Triangle Institute estimates, community. In the past decade, since the 2000 for example, that half the children in Uganda and launch of the United Nations Millennium Devel- 90 percent in Mali cannot read a single word after opment Goals (MDGs), countries in the region completing second grade.
    [Show full text]
  • Supporting Education in Africa: Opportunities and Challenges for an Impact Investor Francesca Marchetta, Tom Dilly
    Supporting Education in Africa: Opportunities and Challenges for an Impact Investor Francesca Marchetta, Tom Dilly To cite this version: Francesca Marchetta, Tom Dilly. Supporting Education in Africa: Opportunities and Challenges for an Impact Investor. [Technical Report] FERDI - Fondation pour les études et recherches sur le développement international; I&P - Investisseurs et Partenaires. 2019. hal-02288103 HAL Id: hal-02288103 https://hal.archives-ouvertes.fr/hal-02288103 Submitted on 13 Sep 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. fondation pour les études et recherches sur le développement international Feasibility Study 2019 Report Supporting Education in Africa: Opportunities & Challenges for an Impact Investor Francesca Marchetta is Assistant Professor at the CERDI- Université Clermont Auvergne. Her main area of research interest is human development, with special focus on economic migration, education, labor market and gender issues. Tom Dilly, Project officer in Education, at Investisseurs & Partenaires LA FERDI EST UNE FONDATION
    [Show full text]
  • The Social Bases of Educational Development in Africa : Social Structures, Policies and Their Implications for Modernization
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1975 The social bases of educational development in Africa : social structures, policies and their implications for modernization. Kotsho Lloyd Dube University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Dube, Kotsho Lloyd, "The ocs ial bases of educational development in Africa : social structures, policies and their implications for modernization." (1975). Doctoral Dissertations 1896 - February 2014. 2163. https://scholarworks.umass.edu/dissertations_1/2163 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE SOCIAL BASES OF EDUCATIONAL DEVELOPMENT IN AFRICA: SOCIAL STRUCTURES, POLICIES AND THEIR IMPLICATIONS FOR MODERNIZATION A Dissertation Presented by Kotsho L. Dube Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION December, 1975 Major Subject: Educational Policy Cc) Kotsho L. Dube 1975 All Rights Reserved 11 THE SOCIAL BASES OF EDUCATIONAL DEVELOPMENT IN AFRICA: SOCIAL STRUCTURES , POLICIES AND THEIR IMPLICATIONS FOR MODERNIZATION A DISSERTATION PRESENTED Kotsho L. Dube Approved as to style and content by Dr. George E.Urch, Chairman “Dr. William A. Darity ,Membei/ Acting Dean School of Education December ,1975 111 Dedication To Agatha, Nozopho, LoMama iv ACKNOWLEDGMENTS Many people have contributed in various ways towards the realization of this dissertation effort and its entitle- ments.
    [Show full text]
  • The African Educational Evolution: from Traditional Training to Formal Education
    Higher Education Studies; Vol. 3, No. 4; 2013 ISSN 1925-4741 E-ISSN 1925-475X Published by Canadian Center of Science and Education The African Educational Evolution: From Traditional Training to Formal Education Dama Mosweunyane1 1 Department of Adult Education, University of Botswana, Botswana Correspondence: Dama Mosweunyane, Department of Adult Education, University of Botswana, Botswana. E-mail: [email protected] Received: February 28, 2013 Accepted: April 2, 2013 Online Published: July 18, 2013 doi:10.5539/hes.v3n4p50 URL: http://dx.doi.org/10.5539/hes.v3n4p50 Abstract This paper attempts to critically examine the approaches that were employed by Africans in their knowledge, skills and attitudes acquisition before, after and during colonialisation of the continent. The paper looks at three distinctive epochs from which the perfect understanding of how learning in Africa transformed could be concluded. It is notable that there was a period before Africa got colonised, which was followed by the period during colonisation, before the independence of the continent. The position that is strongly advanced through this paper is that even before colonialism the African societies offered training to their members, which was characterized by the provision of survival skills to individuals who were supposed to selflessly serve their societies. Members of African societies learnt through their interaction with their physical and spiritual milieus, as evidenced by their design of tools which they used mostly in their agro activities and in fighting for resources. The other area in which learning took place was that of spirituality or mysticism, as some superstitious members of African communities were believed to have powers of communicating with their ancestors.
    [Show full text]